DAILY LESSON LOG
School: TINOPAN HIGH SCHOOL
Teacher: MA. BARBIE P. BUENDIA
Teaching Dates and
Time: Week 1 (Module 1 )
MONDAY
I. OBJECTIVES
TUESDAY
Grade Level: VII
Learning Area: ENGLISH
Quarter: Second
WEDNESDAY
THURSDAY
FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must
be followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and
competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies
and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards:
B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining
conflicts; various purposeful listening and viewing strategies; difference between literal and figurative language; ways to extract and
condense information based on library sources; verbal and non-verbal cues in oral communication; and types of phrases, clauses, and
sentences.
The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library
resources; extracting information and noting details from texts to write a précis, summary, or paraphrase; distinguishing between and
using literal and figurative language and verbal and non-verbal cues; use phrases, clauses, and sentences meaningfully and
appropriately.
OL2a: Narrate specific
personal experiences
related to the ideas
presented in a selection.
VD2a: Distinguish
between literal and
figurative expressions.
RC1a: Use predictive and anticipatory
devices/tasks to activate prior knowledge
about the topic of reading/viewing
selection.
RC1c: Determine the relevance and unity of
the elements of a literary text vis-à-vis its
intended purpose and production milieu.
LC2a: Note specific elements of the
narrative listened to.
WC2a: Identify features of narrative
writing.
RC1e: Respond to ideas, issues, and
concerns presented in a reading or
viewing selection in creative forms.
SS2a: Identify the features of primary
information sources.
GS2a: Use correct determiners.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
Single- Word Adjectives
THE CENTIPEDE
by Rony V. Diaz
Elements/ Features Of
The Narrative
Literal And
Figurative Expressions
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
Determiners
Features Of Primary
Information Sources.
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
2-4
4
5-6
7
1-2
2-5
6
6
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson
B. Establishing a Purpose for the
Lesson
C. Presenting
Examples/Instances of the
Lesson
D. Discussing New Concepts and
Practicing New Skills #1
-
Fact sheets/pictures
Fact sheets
CD recording of
listening input
Audio CD player
LM/ Activity Sheets
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning
by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
Pre-assessment
How I View Myself And How
Others View Me (15 minutes)
See Tasks 1 and 2 ‘Your Initial
Tasks’.
a. The learners compare and contrast
the results of the two tasks.
b. The learners explain if there are
disparities between how they view
themselves and how others view
them.
c. The responses will be processed.
(5 minutes)
The learners will focus on what words
were used in describing themselves
and others. They will be asked also to
determine what these words are that
describe.
(5 minutes)
The learners will be asked to
describe a centipede using
single-word adjectives.
They will also be asked to
determine what could be the
significance of it in the selection
See ‘Your Text’.( 15 minutes)
a. The learners will read the selection.
( Pre-assigned)
b. They write on their notebooks five
questions about the selection
that they want to be answered during
class discussion.
USING CONTEXT CLUES IN FINDING
SYNONYMS (10 minutes)
See Task 1, ‘Your Discovery Tasks’.
a. The learners will accomplish the task.
The learners will review
Single- Word Adjectives.
( 5 minutes)
The learners will review the
elements of the selection, “ The
Centipede”.
( 5 minutes)
The learners will give
impression to what they
read and will share what
they understood about it.
( 5 minutes)
The learners will share
similar experiences to
what was learned from the
selection. ( 5 mins)
The learners will review
features/
elements
of
narratives.
b. Validate the responses of students.
LITERAL OR FIGURATIVE? (10 minutes)
See Task 2, Your Discovery Tasks‘.
a. Have the students accomplish the task.
b. Validate the answers of the students by
explaining the differences between
literal and figurative language.
MONDAY
IV. PROCEDURES
E. Discussing New Concepts and
Practicing New Skills #2
TUESDAY
WEDNESDAY
LOCATE, REFLECT, EVALUATE! (30
minutes)
See Task 3, ‘Your Discovery
Tasks’.
a. The students will accomplish the
task in pairs.
b. Call on students to prove the
correctness of their responses.
ALTERNATIVE ENDING (15 minutes)
a. Ask students to work in pairs
and to continue writing the story.
b. Limit the alternative endings to
two to three paragraphs.
c. Ask some pairs to share their
alternative endings.
d. Critique each alternative ending
based on the given story. Examine
its plausibility and its viability given
the given elements in the story.
F. Developing Mastery
(Leads to Formative Assessment 3)
THURSDAY
FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning
by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
LOUD AND CLEAR! (30 minutes)
a. Assign students into triads. Play an
audio file of the selection, “There’s A
Teenager in the House by Kerima
Polotan-Tuvera. Tell the students to try
to remember as much information as
they can from the recording. The
recording will only be played twice.
b. Ask the triads to list down the most
important information they could about
the text. The information must be in the
order that it appeared in the listening
text.
c. After writing down the information,
each triad must assign a reporter who
will be asked to report his/her triad‘s
information.
d. The information being presented will
be corrected by the teacher.
e. They will probe why it was easy to
take down the details of the
narrative. This can be used as a springboard
to detail the properties of narrative
texts.
ORAL PRACTICE (20 minutes)
a. Ask the students to pair up.
b. Each pair will take turns sharing an
anecdote.
c. After the anecdotes have been
shared, the job of the other member is to
relay the anecdote as best as s/he could.
EXAMINING SENTENCES (15
minutes)
a. The students will examine several
sentences about narratives that amy
or may not include several examples
of determiners properly.
b. Elicit from the students their
observations, corrections and
generalizations about determiners.
G. Finding Practical Applications
of Concepts and Skills in Daily
Living
CONTROLLED GRAMMAR
PRACTICE (15 minutes)
a. The students will perform Task
4 in Your Discovery Tasks‘.
b. The answers will be
processed.
EXTENDED GRAMMAR
PRACTICE (10 minutes)
a. Have the students perform
another exercise covering the
subject of determiners.
b. Process the answers of the
students.
MONDAY
V. PROCEDURES
H. Making Generalizations and
Abstractions about the Lesson
I. Evaluating Learning
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning
by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
INSIGHTS SHARING (20
minutes)
a. Each student will write on a sheet of
paper three ideas:
i. why the views of other people
about us matter
ii. how we could learn more about
ourselves through others
iii. why identity is such an
important subject for teenagers
b. Have each student discuss his/her
ideas with a partner.
c. Have each pair join another pair to
expand their sharing.
d. Call on a few students to share their
small group sharing.
e. Synthesize the lesson.
YOUR FINAL TASK
A Story from my Past
The learners will think of a story from
childhood when they played a prank on
a sibling, friend, or parent. They may
interview him or her if they are still in
good terms with the said person so that
you can get a more complete view of
that episode. They will complete the
statement that follows the grid.
J. Additional Activities for
Application or Remediation
VI. REMARKS
The students may use other
people’s experience. They can
conduct interview with the
person and acquire what is
asked in the Final Task. They
can also use the social media to
attain this task.
VII.REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovations or localized
materials did I use/discover which
I wish to share with other
teachers?
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help
the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
Prepared by:
Checked by:
MA. BARBIE P. BUENDIA
Teacher 1
MA. JANICE F. CUNANAN
School Head